A Practical Guide to Action Research for Literacy Educators

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Who Uses Action Research? Considerations for whether a project is better suited to individual or collaborative research include: Reflection ■ ■ ■ ■ ■ ■ the research issue and scale the information needed the resources needed the work involved the time investment needed the people who might benefit from the action and findings (Brozo, 2011) Based on your current thinking about an Action Research project, do you think the project can be conducted by you alone or would you need collaborators? Why? However, whether Action Research is conducted individually, with a small team, or as a school-wide or district-wide project, at the heart of collaborative Action Research is a commitment to educational improvement (McNiff, 2002). Whether the question is centered in your own classroom or concerns the entire school, it should be personally important to you and focus on improving your teaching and learning. 14
The Role of Administrators The role of administrators in Action Research Action Research is a means of improving student achievement through more effective teaching and administration of schools (Kemmis, 1981). It is important for everyone to know that educational reform is not the sole responsibility of teachers, but a shared process between administrators, teachers, students, and their parents. Administrators can provide a model of learning and Action Research for their faculty by becoming learners and researchers themselves and critically reviewing and attempting to improve their instructional leadership styles. Administrators and teachers can find collaborative projects in their own schools and across schools. An administrator can assume a learner’s role by finding colleagues with similar interests and working on Action Research projects across their schools. For example, administrators can identify a problem which is common to their schools, then work together to plan and report changes. Working with an administrator peer will provide support for decision-making in which their faculty is not involved. Reflection In what ways are researcher-administrators helpful for their staff? How does being a researcher help in the professional development of administrators? How is an administrator-researcher different from a traditional researcher? In addition, partnering for Action Research between teachers and administrators will support and enhance the role of the school administrator as an instructional leader, not just a building manager. By actively engaging with teachers in Action Research, the school administrator sends the message that instruction is the primary concern of 15
Page 2 and 3: A Practical Guide to ACTION RESEARC
Page 4 and 5: Dedication To all teachers worldwid
Page 6 and 7: Acknowledgements This manual has be
Page 8 and 9: Table of Contents Example: Observat
Page 10 and 11: Introduction learning outcomes for
Page 12 and 13: A Brief History of Action Research
Page 18 and 19: Action Research in My Classroom giv
Page 20 and 21: Who Uses Action Research? Action Re
Page 24 and 25: The Role of Administrators the scho
Page 26 and 27: The Action Research Process Sandra
Page 28 and 29: The Action Research Process You and
Page 30 and 31: Identify a Problem over which you h
Page 32 and 33: Identify a Problem Example: CONTROL
Page 34 and 35: How to Form a Research Question 1.
Page 36 and 37: Create an Action Plan Once you find
Page 38 and 39: Create an Action Plan Summarizing Y
Page 40 and 41: Create an Action Plan ■ ■ ■
Page 42 and 43: Enact the Plan and Collect Data Now
Page 44 and 45: Enact the Plan and Collect Data Int
Page 46 and 47: Enact the Plan and Collect Data San
Page 48 and 49: Enact the Plan and Collect Data Mem
Page 50 and 51: Enact the Plan and Collect Data Foc
Page 52 and 53: Enact the Plan and Collect Data Dat
Page 54 and 55: Report Results and Get Feedback Whe
Page 56 and 57: Report Results and Get Feedback As
Page 58 and 59: Putting the Steps Together Now that
Page 60 and 61: Getting Started Now that you have e
Page 62 and 63: Appendix A Examples of Classroom Ac
Page 64 and 65: Appendix B: Tools and Resources Act
Page 66 and 67: Appendix B: Tools and Resources Act
Page 68 and 69: Appendix B: Tools and Resources Fee
Page 70 and 71: Appendix C: Glossary Action Researc
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Appendix C: Glossary school restruc
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Appendix E: Bibliography Ainscow, M
Page 76 and 77:
Appendix E: Bibliography Peckover,
Page 78 and 79:
Appendix F: Websites http://cadres.
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A Practical Guide to Action Research for Literacy Educators

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